Background: Over the past three decades, researchers have increasingly advocated for pedagogical practices that privilege exploration, collaboration, problem-solving, and hands-on projects in K-12 Science, Technology, Engineering, and Mathematics (S.T.E.M.). Many researchers have studied the efficacy of these instructional practices, but there has been relatively little research exploring how learning by 'talking and doing' influences students' affective relationship with S.T.E.M. With a growing need in society for a S.T.E.M. workforce, it is vital that students develop positive relationships with S.T.E.M. Purpose: The purpose of this study is to explore how learning by 'talking and doing' might influence elementary students' flourishing in S.T.E.M. In particular, we ask the following research question: How does a yearlong S.T.E.M. initiative that centralizes learning by 'talking and doing' influence elementary students' flourishing in S.T.E.M.? Sample: The participants were 50 elementary students (Grades 3, 4, 5, and 6) in a high-need elementary school in Eastern Canada. Design and methods: Students engaged in a yearlong intervention that emphasized learning by 'talking and doing'. Using a mixed methods design, we measured students' flourishing in S.T.E.M. via pre-/post-surveys and focus group interviews. Results: Pre-/post-survey analyses indicated that the initiative had a statistically significant positive influence on students' flourishing in science and S.T.E.M. (general). Focus group interviews complemented and confirmed the survey analyses. Conclusions: The findings promote continued dialogue regarding students' wellbeing in S.T.E.M. as an important outcome of interest when considering the efficacy of instructional practices.